Set in an underperforming urban middle school, this case delves into how some members of a school staff deal with motivating students to read, especially boys who have otherwise responded to little else, through a new reading program, including building a library that offers more choice for students. Looming heavy in the air is always the pressure of the state exam—and the consequences of this test for the school. But, should actual student progress take a back seat to test scores? And how do we evaluate students who make academic progress but fail to meet the performance standards?

Discussion Questions

1. How much control should teachers have over their own curriculums?
2. How do we evaluate the student who makes academic progress but fails to meet the performance standard?
3. Should schools differentiate their curriculums to meet the differing learning styles of female and male students? 
4. Is traditional, classic literature necessary for every student in an English classroom?
5. How much weight should be allocated to standardized test results in the curriculum development process?
6. How can schools respond to changing community demographics and needs while maintaining their identity?
7. How can administrators motivate teachers with diverse goals, styles and experiences to work for a common goal?  What is the most effective leadership style to achieve this goal?

Richard A. Gadsby

TNLI Affiliate
New York City

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